THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE:
SEMESTER & YEAR:
SOWO 919
Qualitative Research Methods
Spring 2011, Mondays 12-3pm
INSTRUCTOR:
Joelle D. Powers, PhD, MSW
School of Social Work
Tate-Turner-Kuralt Building, Campus Box 3550
Phone: (919) 843-8686
E-mail: jdpowers@email.unc.edu
Office: 563C
OFFICE HOURS:
Mondays before class and by appointment
COURSE
DESCRIPTION:
This course will introduce the application of qualitative research
methods for social work research.
COURSE OBJECTIVES:
The student who successfully completes this course will be able to:
1. Distinguish qualitative research from other research paradigms and understand the utility
of qualitative research methods in intervention research;
2. Define fundamental concepts of qualitative research including: interpretation, participant
meaning, and context;
3. Understand sampling and recruitment of participants and the ethical issues involved in
qualitative research with vulnerable participants;
4. Apply basic methods of study design, instrument development, data collection and data
analysis, and writing qualitative research reports; and
5. Understand rigor in qualitative research methods and critically appraise the rigor of
qualitative research studies.
EXPANDED DESCRIPTION
The objective of this course is to provide an overview of the fundamentals of the use of
qualitative research, particularly as it applies to intervention research. The focus of this class is
on the development of skills used by qualitative researchers. Particular attention will also be paid
to developing skill in the evaluation of qualitative research methods, designing rigorous, high
quality studies, and the protection of vulnerable research participants in qualitative studies.
REQUIRED TEXTS/READINGS
Flick, U. (2007). Managing quality in qualitative research. Los Angeles: Sage.
Gibbs, G.R. (2007). Analyzing qualitative data. Los Angeles, CA: Sage.
Padgett, D. (2004). The qualitative research experience. Belmont, CA: Thomson Brooks/Cole.
Stiffman, A.R. (2010). The field research survival guide. New York: Oxford.
*Additional readings will be assigned throughout the semester.
TEACHING METHODS
Class participation: This course is a seminar, and the contributions of all students are central to
the success of the class. Class sessions will consist of a mix of lecture, discussion, and exercises.
The participation of each student is essential, and responsibility for class discussion is shared.
Class participation includes attendance, being prepared to discuss readings and assignments,
sharing opinions on the topic at hand, facilitating the participation of other students, and
engaging with guest speakers.
Attendance: Attendance is crucial to the learning experience of all students. Students with more
than one absence cannot earn an H. Students with more than two absences cannot earn a P.
Reading assignments: Students are responsible for reading all assigned material before the class
date for which the readings are assigned, with the exception of material assigned for Week 1.
GRADING SYSTEM
Grades are assigned pursuant to the grading system adopted by the UNC Graduate School, as
follows:
H
P
L
F
Clear Excellence
Entirely Satisfactory
Low Passing
Failed
94-100 points
80-93 points
70-79 points
<70 points
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
To obtain disability-related academic accommodations, students with disabilities must contact
the instructor and the Department of Disability Services as soon as possible. Students may reach
the Department of Disability Services at 919-962-8300 (Voice/TDD) or
http://disabilityservices.unc.edu. Pursuant to UNC policy, instructors are not permitted to give
accommodations without the permission and direction of the Department of Disability Services.
Students must obtain such permission in advance of the due date for the first assignment.
POLICY ON ACADEMIC DISHONESTY
Students are expected to complete assigned and independent readings, contribute to the
development of a positive learning environment, and demonstrate learning through written
assignments and class participation. Original written work is expected and required. The
University of North Carolina has a rich and longstanding tradition of honor. Carefully read the
Student Code of Honor. All submitted work must conform to the Honor Code of the University
of North Carolina as follows: I have neither given nor received any unauthorized assistance on
this assignment.
POLICY ON INCOMPLETES AND LATE ASSIGNMENTS
Written assignments are to be handed in to the instructor by 12pm on the day they are due. Late
papers, including those needing substantial revisions, will be reduced by 10% for each 24-hour
period for which they are late, without exception.
ASSIGNMENTS
Assignments
Qualitative Study:
Intro, Lit Review & Research Questions
Human Subjects Protection Plan
Methods
Results, Discussion & Item Pool
Presentation & Peer Feedback
Critical Appraisal Paper
Due Date
%
Jan. 31
Feb. 14
Feb. 14
April 11
April 18, 25
April 28
15
15
20
25
15
10
ASSIGNMENT DESCRIPTIONS
Qualitative Study
The qualitative study is the primary assignment for this course. In this assignment, students will
conduct an abbreviated qualitative research study to understand a construct of interest from the
perspective of a specific target population, with the intention of informing the design of future
intervention studies. Examples of constructs include: work-family balance, social support, helpseeking behavior, compliance with health guidelines, attitudes toward caregiving or care
receiving, role identity, and effective parenting. Target populations can be any population of
interest to social work scholars, practitioners or policy makers.
Choose construct, conduct a literature review, develop semi-structured interview guide to gain
understanding of the nature, scope and definition of the construct as perceived by members of
target population, interview 5-6 (or more) members of target population, analyze interview data
using Atlas.ti, and develop an appropriate item pool based on the data. The final product is a
research paper describing the completed study and an item pool that will be used for cognitive
testing of potential scale items, which will be conducted in SOWO 914 (Dr. Natasha Bowen‟s
course). This 18-20 page paper (excluding references and appendices) should include the
following sections, which are due sequentially, as noted in the table above.
Introduction, Literature Review & Research Question(s)
This introduction to the construct that is being studied should include its importance to the
profession. The theoretical literature review must critically analyze at least 6 scholarly articles
regarding the construct of interest.
Human Subjects Protection Plan (Appendix)
Students will develop a thoughtful and comprehensive plan that describes how vulnerable
research participants will be protected during the course of the research. Be concise, but address
each of the following points in turn. Please do not exceed 5 pages. (Note: these points are
abridged from the version used by the US Department of Education).





Human Subjects Involvement and Characteristics: Provide a description of the
proposed involvement of human subjects. Describe the characteristics of the subject
population, including their anticipated number, age range, and health status. Identify
the criteria for inclusion or exclusion of any subpopulation. Explain the rationale for
the involvement of special classes of subjects, such as children, children with
disabilities, adults with disabilities, persons with mental disabilities, pregnant women,
prisoners, institutionalized individuals, or others who are likely to be vulnerable.
Recruitment and Informed Consent: Describe plans for the recruitment of subjects
and the consent procedures to be followed. Include the circumstances under which
consent will be sought and obtained, who will seek it, the nature of the information to
be provided to prospective subjects, and the method of documenting consent. State if
the Institutional Review Board (IRB) has authorized a modification or waiver of the
elements of consent or the requirement for documentation of consent.
Potential Risks: Describe potential risks (physical, psychological, social, legal, or
other) and assess their likelihood and seriousness. Where appropriate, describe
alternative treatments and procedures that might be advantageous to the subjects.
Protection Against Risk: Describe the procedures for protecting against or
minimizing potential risks, including risks to confidentiality, and assess their likely
effectiveness. Where appropriate, discuss provisions for ensuring necessary medical or
professional intervention in the event of adverse effects to the subjects. Also, where
appropriate, describe the provisions for monitoring the data collected to ensure the
safety of the subjects.
Importance of the Knowledge to be Gained: Discuss the importance of the
knowledge gained or to be gained as a result of the proposed research. Discuss why
the risks to subjects are reasonable in relation to the anticipated benefits to subjects
and in relation to the importance of the knowledge that may reasonably be expected to
result.
Methods
The methods section should include a description of the qualitative methods used including:
expert feedback on interview questions; a description of the sampling strategy and obtained
sample for interviews, data collection procedures, data management, and data analysis
procedures for interview data. Attach as an appendix the final semi-structured interview guide.
Results
The presentation of the findings should include the results of the analysis of interview data.
Based on the analysis of interview data, how does the targeted population define the nature and
scope of the construct? Attach as an appendix one coded interview transcript and the codebook.
Discussion
This section of the paper discusses the findings and their significance, links the findings to the
existing research reviewed in the literature review, describes the limitations of the methods and
design; and offers an assessment of the implications for theory, social work intervention, and
future research. The discussion should be closely tied to points made in the introduction and to
the results of the research.
Item Pool (Appendix)
Based on the information obtained in the study, students will develop a final pool of 10-15 items
that measure the construct of interest. The item pool should be clearly related to what was
learned about the construct from the interviews. This item pool will be used for the student‟s
future work in cognitive interviewing in SOWO 914.
Presentation & Peer Feedback
Each student will briefly present their qualitative study, results, and finalized item pool to the
class in 25-30 minutes with a powerpoint presentation and handouts. As audience participants,
students will provide constructive feedback to the presenters in order to support improved future
research and oral presentation skills.
Critical Appraisal Paper
This assignment serves as the final exam for this course and allows students to use new
knowledge gained through the semester to critically examine and critique a published qualitative
study. In this brief 3-6 page paper, students will critically evaluate a qualitative research study in
their own field of substantive interest. Students may choose any qualitative study published in a
social work journal. Papers that employ mixed methods or quantitative designs are not
appropriate. In evaluating the study, consider: sampling, data collection, data analysis and
interpretation of the findings, overall rigor of the study, and the significance of the likely
contribution to social work knowledge made by the researcher(s).
DETAILED CLASS SCHEDULE
WEEK 1 – JANUARY 10
Topic:
Readings:
Welcome and introduction; overview of the course
Padgett chapter 1
JANUARY 17 – HOLIDAY – NO CLASS
WEEK 2 – JANUARY 24
Topic:
Readings:
Due:
Qualitative research questions
Padgett chapter 15 (pp. 301-319);
1) Be prepared to discuss your research question and your chosen construct. In <1
page, provide an overview of the definition of your construct and how it could be
operationalized with your population of interest. Please bring 6 copies to class.
2) CITI certificate that you have been trained in the protection of human subjects;
the online training is available at the following website:
http://research.unc.edu/ohre/_browser_check.php
WEEK 3 – JANUARY 31
Topic:
Readings:
Due:
Interviewing, probing, active listening
Stiffman chapter 2; Sands chapter in Padgett (pp. 48-78); Hydén & Överlien
chapter in Padgett (pp. 254-272); Patton chapter 7 (pp. 339-427)
1) Qualitative Study – Introduction, Literature Review & Research Question
2) DRAFT of semi-structured interview guide (please bring 5 copies)
WEEK 4 – FEBRUARY 7
Topic:
Readings:
Sampling, Recruitment, Ethics and vulnerable populations
Waldrop in Padgett (pp. 240-253); Oktay chapter in Padgett (pp.23-47); Munn et
al; Carder, Zimmerman & Schumacher
WEEK 5 – FEBRUARY 14
Topic:
Readings:
Due:
Sampling, Recruitment, Ethics and vulnerable populations
Smokowski, Reynolds & Bezrucko; Stiffman chapter 6
Qualitative Study – Methods & Human Subjects Protection Plan
WEEK 6 – FEBRUARY 21
Topic:
Readings:
Data analysis with Atlas/ti
Gibbs chapters 1-10
WEEK 7 – FEBRUARY 28
NOTE: CLASS MEETS AT MANNING HALL ROOM 01 (BASEMENT)
FOR ATLAS.ti WORKSHOP WITH PAUL MIHAS
Topic:
Readings:
Due:
Data analysis, continued
Bradley, Curry & Devers; Drisko in Padgett (pp. 193-214); Shibusawa & Lukens
in Padgett (pp. 179-192)
Paper copy of at least one transcript as well as an electronic copy (in Word) on a
flash drive
MARCH 7 – SPRING BREAK, NO CLASS
PLEASE NOTE: INSTRUCTOR IS AVAILABLE THIS WEEK
TO PROVIDE INDIVIDUAL CONSULTATION AS NEEDED
WEEK 8 – MARCH 14
Topic:
Readings:
Due:
Focus groups
Morgan, Fellows & Guevara; Cote-Arsenault & Morrison-Beedy; Parish, Magaña
& Cassiman
1) 3 paper copies of one transcript and codebook
WEEK 9 – MARCH 21
Topic:
Readings:
Case studies
Drisko chapter in Padgett (pp. 100-121); Kamat; Pinto
WEEK 10 – MARCH 28
Topic:
Readings:
Community-based participatory research. Guest Speaker: Dr. George Noblit
Horowitz, Robinson & Seifer; Jurkowski; Shannon et al; Yonas et al
WEEK 11 – APRIL 4
Topic:
Readings:
Quality in qualitative methods
Flick chapters 1-10
WEEK 12 – APRIL 11
Topic:
Readings:
Due:
Qualitative methods in work to develop interventions for battered women and
their children. Guest speaker: Dr. Rebecca Macy
Macy et al;
Results, Discussion & Item Pool
WEEK 13 – APRIL 18
Topic:
Readings:
Student Presentations
Padgett chapter 14 (pp. 289-300); Wood et al; Davey et al; Turnbull et al;
Aujoulat, Luminat & Deccache
WEEK 14 – APRIL 25 – LAST CLASS
Topic:
Student Presentations & Course Evaluations
APRIL 28
Due:
Critical Appraisal Paper (can submit electronically if preferred)
Assigned Readings References
Aujoulat, I., Luminet, O. & Deccache, A. (2007). The perspective of patients on their
powerlessness. Qualitative Health Research, 17(6), 772-785.
Bradley, E. H., Curry, L. A. & Devers, K. J. (2007) Qualitative data analysis for health services
research: Developing taxonomy, themes, and theory. Health Research and Educational
Trust, 42(4), 1758 – 1772.
Carder, P. C., Zimmerman, S. & Schumacher, J. G. (2009). Understanding the intersection of
individual needs and choices with organizational practices: The case of medication
management in assisted living. The Gerontologist, 49(4), 463-473.
Cote-Arsenault, D. & Morrison-Beedy, D. (2005). Focus on research methods: Maintaining your
focus in focus groups: avoiding common mistakes. Research in Nursing and Health, 28,
172-179.
Davey, S.; Dziurawieck, S. & O‟Brian-Malone, A. 2006. Men‟s Voices: Postnatal depression
from the perspective of male partners. Qualitative Health Research, 16, 206-220.
Flick, U. (2007). Managing quality in qualitative research. Los Angeles: Sage.
Gibbs, G.R. (2007). Analyzing qualitative data. Los Angeles, CA: Sage.
Hesse-Biber, S. N. (2007). The practice of feminist in-depth interviewing. In S. N. Hesse-Biber
& P. L. Leavy (Eds.), Feminist Research Practice: A Primer. (pp. 111-148). Thousand
Oaks, CA: Sage.
Horowitz, C. R., Robinson, M. & Seifer, S. (2009) Community-based participatory research from
the margin to the mainstream: Are researchers prepared? Circulation, Journal of the
American Heart Association, 119, 2633-2642.
Jurkowski, J. M. (2008) Photovoice as participatory action research tool for engaging people
with intellectual disabilities in research and program development. Intellectual and
Developmental Disabilities, 46(1), 1-11.
Kamat, V. 2006. „I thought it was only ordinary fever!‟ cultural knowledge and the micropolitics
of therapy seeking for childhood febrile illness in Tanzania. Social Science and Medicine,
62, 2945-2959.
Macy, R. J., Giattina, M. C. Parish, S. L. & Crosby, C. (In press.) Domestic violence and sexual
assault services: Historical concerns and contemporary challenges. Journal of
Interpersonal Violence.
Morgan, D., Fellows, C. & Guevara, H. (2008). Emergent approaches to focus group research. In
S. N. Hesse-Biber and P. Leavy (Eds.) Handbook of Emergent Methods. (pp. 189-205).
New York, NY: Guildford Press.
Munn, J. C., Dobbs, D., Meier, A., et al. (2008). The end-of-life experience in long-term care:
Five themes identified from focus groups with residents, family members, and staff. The
Gerontologist, 48(4), 485-494.
Padgett, D. (2004). The qualitative research experience. Belmont, CA: Thomson Brooks/Cole.
Parish, S. L., Magaña, S., & Cassiman, S. A. (2008). It‟s just that much harder: Multilayered
hardship experiences of low-income mothers with disabilities raising their children.
Affilia: The Journal of Women and Social Work, 23, 51-65. [DOI:
10.1177/0886109907310463]
Patton, M.Q. (2002) Qualitative Interviewing. In M.Q. Patton, Qualitative Research and
Evaluation Methods. (3rd ed., pp. 339-427). Thousand Oaks, CA: Sage.
Pinto, K. (2004). Intersection of gender and age in health care: Adopting autonomy and
confidentiality for the adolescent girl. Qualitative Health Research, 14, 78-99.
Shannon, K., Kerr, T., Allinott, S., et. al. (2008). Social and structural violence and power
relations in mitigating HIV risk of drug-using women in survival sex work. Social
Science & Medicine, 66, 911-921.
Skloot, R. (2010). The immortal life of Henrietta Lacks. New York: Random House.
Smokowski, P. R., Reynolds, A. J. & Bezruczko, N. (1999). Resilience and protective factors in
adolescence: An autobiographical perspective from disadvantaged youth. Journal of
School Psychology, 37(4), 425-448.
Stiffman, A.R. (2010). The field research survival guide. New York: Oxford University Press.
Turnbull, B., Martinez-Andrade, G., Klunder, M., et al. (2006). The social construction of
anemia in school shelters for indigenous children in Mexico. Qualitative Health
Research, 16, 503-516.
Wood, K., Maforah, F. & Jewkes, R. 1998. “He forced me to love him” Putting violence on the
adolescent sexual health agendas. Social Science and Medicine, 47, 233-242.
Yonas, M. A., Jones, N., Eng, E., et al. (2006). The art and science of integrating undoing racism
with CBPR: Challenges of pursuing NIH funding to investigate cancer care and racial
equity. Journal of Urban Health: Bulletin of the New York Academy of Medicine, 83(6),
1004-1012.
CITI Training Description and Directions
This training is required for any person conducting research with human subjects. It provides
an opportunity to review the history as well as current standards for ethical research that
involves people as participants. This on-line training is comprised of multiple sections with a
practice quiz at the end of each section. You may take the quizzes as many times as you
need, but you must complete and pass all of them.
1. Log onto the CITI Course in the Protection of Human Research Subjects webpage at:
https://www.citiprogram.org
2. Click on the New Users Register Here link.
3. Use the pull down menu for the Participating Institutions option and click on University
of North Carolina at Chapel Hill.
4. Provide a username for yourself such as your name or email address
5. Provide your name and e-mail address information Click on Submit.
6. Provide your member information (For Department, type in „Social Work‟. For your role
in human subject research, click on the Social Worker option)
7. Select Group 2: Social and Behavioral Research when given the option for which group
is appropriate to your research activities.
8. Click on Grade book link when you arrive at the learner menu.
9. You can stop and start as needed. You can also retake any quiz by going back to the same
section again.
10. Print out the certificate of completion with your name on it.